Beyond the exclusively propositional era

Contemporary epistemology has assumed that knowledge is represented in sentences or propositions. However, a variety of extensions and alternatives to this view have been proposed in other areas of investigation. We review some of these proposals, focusing on (1) Ryle's notion of knowing how and Hanson's and Kuhn's accounts of theory-laden perception in science; (2) extensions of simple propositional representations in cognitive models and artificial intelligence; (3) the debate concerning imagistic versus propositional representations in cognitive psychology; (4) recent treatments of concepts and categorization which reject the notion of necessary and sufficient conditions; and (5) parallel distributed processing (connectionist) models of cognition. This last development is especially promising in providing a flexible, powerful means of representing information nonpropositionally, and carrying out at least simple forms of inference without rules. Central to several of the proposals is the notion that much of human cognition might consist in pattern recognition rather than manipulation of rules and propositions.The preparation of this article was supported in part by National Institutes of Health Grants No. NICHD-19265 and NICHD-06016. We would like to thank Rita Anderson, David Blumenfeld, Robert McCauley, and Patricia Siple for helpful discussions on points in this paper.     

Foreign language knowledge can influence native language performance in exclusively native contexts

In three experiments, we studied the influence of foreign language knowledge on native language performance in an exclusively native language context. Trilinguals with Dutch as their native and dominant language (L1), English as their second language (L2), and French as their third language (L3) performed a word association task (Experiment 1) or a lexical decision task (Experiments 2 and 3) in L1. The L1 stimulus words were cognates with their translations in English, cognates with their translations in French, or were noncognates. In Experiments 1 and 2 with trilinguals who were highly proficient in English and relatively low in proficiency in French, we observed shorter word association and lexical decision times to the L1 words that were cognates with English than to the noncognates. In these relatively low-proficiency French speakers, response times (RTs) for the L1 words that were cognates with French did not differ from those for the noncognates. In Experiment 3, we tested Dutch-English- French trilinguals with a higher level of fluency in French (i.e., equally fluent in English and in French). We now observed faster responses on the L1 words that were cognates with French than on the noncognates. Lexical decision times to the cognates with English were also shorter than those to the noncognates. The results indicate that words presented in the dominant language, to naive participants, activate information in the nontarget, and weaker, language in parallel, implying that the multilinguals’ processing system is profoundly nonselective with respect to language. A minimal level of nontarget language fluency seems to be required, however, before any weaker language effects become noticeable in L1 processing.     

Beyond rhyme or reason: ERPs reveal task-specific activation of orthography on spoken language

Metaphonological tasks, such as rhyme judgment, have been the primary tool for the investigation of the effects of orthographic knowledge on spoken language. However, it has been recently argued that the orthography effect in rhyme judgment does not reflect the automatic activation of orthographic codes but rather stems from sophisticated response strategies. Such a claim stands in sharp contrast with recent findings using event-related brain potentials (ERPs) in lexical and semantic tasks, which were taken to suggest that orthographic information occurs early enough to affect the core process of lexical access. Here, we show that the electrophysiological signature of the orthography effect in rhyme judgment is indeed different from the one obtained in online lexical or semantic tasks. That is, we did not find the orthography effect in the 300-350 ms time window which has previously been shown to process lexical information in the lexico-semantic tasks, but the effect appeared within the 175-250 ms and the 375-750 ms time-windows which we interpreted to reflect segmentation and decisional process, respectively. We conclude that the interactions between phonology and orthography are task-specific. Metaphonological tasks appear of limited use for studying the core processes and interactions that underlie lexical access.     

Substance-abuse prevention: Beyond the schoolyard

Substance-abuse prevention in children and youth has had limited success, possibly because the scope of traditional interventions, usually school based, is too narrow. Children who live in poverty and/or whose homes are dysfunctional need environmental changes beyond what traditional school-based programs can offer. Community psychologists need to expand their work in this area. School-based and community-based interventions are addressed. Ideas for broadening interventions to include elements such as family, media, and community collaboration are evaluated and discussed, along with successful examples of such interventions. Suggestions are made for further innovative work in this area.     

Beyond Reductionism: Reinventing the Sacred

We have lived under the hegemony of the reductionistic scientific worldview since Galileo, Newton, and Laplace. In this view, the universe is meaningless, as Stephen Weinberg famously said, and organisms and a court of law are “nothing but” particles in morion. This scientific view is inadequate. Physicists are beginning to abandon reductionism in favor of emergence. Emergence, both epistemological and ontological, embraces the emergence of life and of agency. With agency comes meaning, value, and doing, beyond mere happenings. More organisms are conscious. None of this violates any laws of physics, but it cannot be reduced to physics. Emergence is real, and the tiger chasing the gazelle are real parts of the real universe. We live, therefore, in an emergent universe. This emergence often is entirely unpredictable beforehand, from the evolution of novel functionalities in organisms to the evolution of the economy and human history. We are surrounded on all sides by a creativity that cannot even be prestated. Thus we have the first glimmerings of a new scientific worldview, beyond reductionism. In our universe emergence is real, and there is ceaseless, stunning creativity that has given rise to our biosphere, our humanity, and our history. We are partial co-creators of this emergent creativity. It is our choice whether we use the God word. I believe it is wise to do so. God can be our shared name for the true creativity in the natural universe. Such a view invites a new sense of the sacred, as those aspects of the creativity in the universe that we deem worthy of holding sacred. We are not logically forced to this view. Yet a global civilization, hopefully persistently diverse and creative, is emerging. I believe we need a shared view of God, a fully natural God, to orient our lives. We need a shared view of the sacred that is open to slow evolution, because rigidity in our view of the sacred violates how our most precious values evolve and invites ethical hegemony. We need a shared global ethic beyond our materialism. I believe a sense of God as the natural, awesome creativity in the universe can help us construct the sacred and a global ethic to help shape the global civilization toward what we choose with the best of our limited wisdom.     

Beyond the answer: post-error processes

When you suspect that you just gave an erroneous answer to a question you stop and rethink. Suspected errors lead to a shift in the control and content of cognitive processes. In the present experiment we investigated the influence of errors upon heart rates and response latencies. Sixty-four subjects participated in an experiment in which each subject solved a sequence of 60 verbal analogies. The results demonstrated increased latencies after errors and decelerated heart rates during the post-error period. The results were explained by a psychophysiological model in which the septo-hippocampal system functions as a control system which coordinates the priority and selection of cognitive processes. Error detection suppresses strategies which otherwise prevent looping and iterative reanalyses of old material. The inhibition is also responsible for the cardiac slowing during the post-error period.     

Quantitative Anatomy: Power Beyond the Images

Positron emission tomography (PET) is a frontiermedical technology that, in contrast to the othercomputer-assisted technologies providing anatomicalpictures, produces functional images. I argue that PETalso opens up an avenue for shifting from images (asa tool for representation of biomedical data) back toanalysis of measurements (as a tool for quantificationof physiology). Admittedly, quantification of functionrequires structural constraints. I coined the emerginginterpretational framework quantitative anatomyin an attempt to conceptualize the PET merger betweenmeasuring and imaging, the two competing meansmedicine uses to examine the human body. Anatomyjustifies interpretations that fit the existingknowledge of a larger clinical audience, whilestatistical data possess an unexplored potential tointroduce mathematical rigor in the evaluation offunction, but are still a black box for the majorityof clinicians. This epistemological change is beingcarried out by PET users in action as well as indiscourse.     

Multilevel modelling: Beyond the basic applications

Over the last 30 years statistical algorithms have been developed to analyse datasets that have a hierarchical/multilevel structure. Particularly within developmental and educational psychology these techniques have become common where the sample has an obvious hierarchical structure, like pupils nested within a classroom. We describe two areas beyond the basic applications of multilevel modelling that are important to psychology: modelling the covariance structure in longitudinal designs and using generalized linear multilevel modelling as an alternative to methods from signal detection theory (SDT). Detailed code for all analyses is described using packages for the freeware R.     

Preparation for marriage: Beyond the classroom

Abstract

The frustrated sexual needs of the “aging” population have been largely neglected in the professional literature. This bespecially true of the female population, leading the individual post-menopausal woman to believe that she is abnormal in desiring and experiencing sex. The problem must be faced. That sex can be used for relational a d recreational purposes is a historically new concept, which must extend to the older woman as well. The post-menopausal client must be helped to see sexuality at her age as healthy both physically and psychologically.     

Personal-social education: Beyond the national curriculum

The impact of the first ten years of the National Curriculum in England and Wales upon personal-social education (PSE) is analysed. It is proposed that many indirect processes have led to PSE having a lesser place in schools. The analysis offers some broad pointers for improvement. A conception of improved PSE for 21st-century schools is identified.     

Spiritual development: constructing an inclusive and progressive approach

This article examines the notion of spiritual development as it was conceptualised for state schools in Britain through the Conservative Government’s education reforms of the 1980s and 1990s, reforms which also introduced the National Curriculum. The article puts forward the argument that spiritual development was conceptualised in such a way as to attempt to reinstate progressive pedagogical values rejected by the National Curriculum reforms, but that the conceptualisation led to two conservative outcomes. First, spiritual development was not sufficiently robust to counteract the reforms and may have helped ease their passage. Second, education for the development of spiritual beliefs and values continued to be primarily located in Religious Education, even though a first principle of spiritual development was that spirituality should not be synonymous with religion in order that spiritual development should be inclusive. The article recommends that changes to Religious Education should be encouraged to ensure schools can provide opportunities for an inclusive and progressive education for spiritual development.